Teacher Trauma-and-Violence- Informed-Care, Professional Development and Self- Efficacy
Abstract
As the majority of literature regarding experiences at school has centered around students, there remained a gap in the collective understanding of the lived experiences of teachers. This research consisted of secondary analyses on archival data and aimed to gain insight into teacher opinions and needs by examining teacher awareness and knowledge of Trauma-and-Violence- Informed-Care (TVIC), current Professional Development, and future PD needs. Sixty-seven teachers completed a survey, with twelve subsequently engaging in semi- structured interviews. Quantitative data was analyzed using descriptive statistics and measures of association, while qualitative data was analyzed through thematic analysis. Results indicate that teachers are aware of trauma, but are not necessarily sure how to address it in the classroom. Teachers also indicated that their current PD activities do not meet their needs, and they require specific PD dedicated to trauma. The recommendations provided by teachers can inform future PD decisions and programming.